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Cotton, Kathleen 

Lifelong Learning Skills for the Middle/Junior High School 
Student: Tips for Parents. Research You Can Use. Booklet 3. 
Northwest Regional Educational Lab., Portland, OR. School 
Improvement Program . 

Office of Educational Research and Improvement (ED) , 
Washington, DC. 

1998-03-00 

35p.; For Booklets 1 and 2, see PS 026 759-760. 

RJ96006501 

Northwest Regional Educational Laboratory, Documentation 
Reproduction Service, 501 S.W. Main Street, Suite 500, 
Portland, OR 97204-3297; phone: 503-275-9519; fax: 
503-275-0458; e-mail : product s@nwr el . org 
Guides - Non-Classroom (055) 

MF01/PC02 Plus Postage. 

Early Adolescents; ^Elementary School Students; Experiential 
Learning; Intermediate Grades; * Junior High School Students; 
Junior High Schools; Learning Activities; ^Lifelong 
Learning; Middle Schools; Parent Materials; * Parent 
Participation; Parent School Relationship; ^Parent Student 
Relationship; ^Parents as Teachers; Resources 
♦Middle School Students 



ABSTRACT 



Decades of research indicate that when parents take an 
active part in their children's education, it has a positive impact on their 
children's academic achievement, attitudes toward learning and school, 
confidence as a learner, and social behavior. Parents can also help children 
develop the lifelong learning skills and attitudes they will need in a 
rapidly changing society. This booklet examines lifelong learning, and 
provides suggestions for learning activities for parents to engage in with 
their middle- or junior high school children. Part 1 of the booklet, 
"Background Information, " defines lifelong learning, explains why it is 
important, and details the characteristics of a lifelong learner with regard 
to attitudes, learning skills, and an understanding of their own learning 
styles. Part 2, "Learning Activities for Parents and Children," provides 
specific ideas for parents to work directly with their young adolescents in 
the areas of learning styles; development of positive attitudes toward 
learning; reading; writing; speaking; listening; research and independent 
learning skills; study skills; learning strategies; and higher-order thinking 
skills. Part 3 lists resources for parents and includes availability 
information. Appendices contain essential vocabulary, an assignment 
organizer, and a list of words commonly used in assignment and test 
directions. (KB) 



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* Reproductions supplied by EDRS are the best that can be made * 

* from the original document. * 

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U.S. DEPARTMENT OF EDUCATION 
Office of Educational Research and Improvement 
EDUCATIONAL RESOURCES INFORMATION 
/ CENTER (ERIC) 

j/This document has been reproduced as 
/received from the person or organization 
originating it. 

□ Minor changes have been made to 
improve reproduction quality. 



• Points of view or opinions stated in this 
document do not necessarily represent 
official OERI position or policy. 




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Booklet 3 

Lifelong Learning Skills 
for the Middle/Junior High 
School Student 
Tips for Parents 







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PERMISSION TO REPRODUCE AND 
DISSEMINATE THIS MATERIAL HAS 
BEEN GRANTED BY 









TO THE EDUCATIONAL RESOURCES 
INFORMATION CENTER (ERIC) 



J 



2 



This publication is based on work sponsored 
wholly, or in part, by the Office of Educational 
Research and Improvement (OERI), U.S. 
Department of Education, under Contract Number 
RJ96006501. The content of this publication 
does not necessarily reflect the views of OERI, 
the Department, or any other agency of the U.S. 
Government. 

This publication is in the public domain and may be 
reproduced and disseminated without permission. 
Reproduction for sale is not permitted. 

Please acknowledge NWREL as the developer. 

March 1998 




Booklet 3 



Lifelong Learning Skills 
for the Middle/Junior High 
School Student 
Tips for Parents 

Kathleen Cotton 



A -I 

Northwest Regional Educational Laboratory ' 



School Improvement Program 
Robert E. Blum, Director 



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Parents: You Can Help 

Your Child Learn 

Decades of research have shown that when parents take an active part in their 
children's education, it has a very positive effect on 

• Academic achievement 

• Attitudes toward school and learning 

• Self-confidence as a learner 

• Social behavior 

Parents can support their children's learning in many ways: by attending school 
functions, participating in parent-teacher conferences, serving on school councils, 
volunteering in the classroom, and tutoring their children at home. 

All these kinds of support are beneficial, but research shows that children benefit 
most when parents work directly with them on learning activities at home. 

Research also shows that 

• Parents do not have to be highly educated or have a lot of free time in order to 
help their children learn. 

• The earlier a child's parents get involved in his or her education, the more good 
it does. 

Training given to parents by the school often helps them to be more effective in 
helping their children learn. If your child's school offers training to parents, by all 
means take advantage of it. 



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Table of 



Contents 



MESSAGE TO PARENTS ii 

OTHER RESOURCES IN THIS SERIES iv 

ACKNOWLEDGMENTS v 

PART Is BACKGROUND INFORMATION 1 

PART 2: LEARNING ACTIVITIES FOR PARENTS AND CHILDREN 

Learning Styles 5 

Positive Attitudes Toward Learning 6 

Reading 8 

Writing 9 

Speaking and Listening 12 

Research and Independent Learning Skills 13 

Study Skills and Learning Strategies 15 

Higher-Order Thinking Skills 17 

HELPFUL RESOURCES FOR PARENTS 21 

APPENDICES 

A. Essential Vocabulary 23 

B. Assignment Organizer 25 



C. Commonly Used Words in Assignment and Test Directions 27 




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Research 



You Can Use 



Lifelong 



Learning 



In 



Other Resources 
This Series 



You may be interested in getting the other booklets in 
this Lifelong Learning series: 

• Lifelong Learning Skills for the Preschool/Kindergarten Child: 
Tips for Parents (Booklet 1) 

• Lifelong Learning Skilb for the Elementary School Child: 

Tips for Parents (Booklet 2) 

• From High School Student to Lifelong Learner: Your Route 
to Independence (Booklet 4) 

and for teachers and principals 

• Education for Lifelong Learning: Literature Synthesis 
(Booklet 5) 



Order from: 



Northwest Regional Educational Laboratory 
Documentation Reproduction Service 

By mail: 101 S.W. Main Street, Suite 500, Portland, OR 97204-3297 
By fax: (503)275-0458 
By telephone: (503)275-9519 
By email: products@nwrel.org 



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NWREL • School Improvement Program 



7 



Many people deserve recognition for their work on the five booklets that make 
up this Lifelong Learning series. I greatly appreciate the contributions of the 
following individuals. 



Acknowledgments 



External educational researchers and practitioners serving as reviewers: 

Pat Bennett-Forman, North Kitsap School District, Poulsbo, WA; Jobanna Frey, 
Hollandale School District, Hollandale, MS; Ruth Gordon, Ferry Pass Elementary 
School, Pensacola, FL; John Hattie, University of North Carolina at Greensboro, 
Greensboro, NC; Barbara Lieb, Office of Educational Research and Improvement, U.S. 
Department of Education, Washington, DC; Rey Mayoral, McKay High School, Salem, 
OR; Don McConkey, Fall City Elementary School, Fall City, WA; David Mesirow, Portland 
Night High School, Portland, OR; Carol Mitchell, NWREL Institutional Monitor, Office 
of Educational Research and Improvement, U.S. Department of Education, 
Washington, DC; Wink Miller, Salem-Keizer Public Schools, Salem, OR; Robert Ruddell, 
University of California-Berkeley, Berkeley, CA; Deanna Woods, Wilson High School, 
Portland, OR 

NWREL staff reviewers: Bob Blum, Jane Braunger, Keisha Edwards, Fred King, 

Jerry Kirkpatrick, Nancey Olson, Tom Owens, Joyce Riha Linik, Joan Shaughnessy, 
Carol Thomas, Lesley Thompson 

Parent reviewers: Portland Public Schools, Portland, OR 

Student reviewers: Portland Public Schools; Salem-Keizer Public Schools, Salem, OR; 
and Portland State University, Portland, OR 

Coordination of the review process: Fred King, Joan Shaughnessy, 

Sandy Mossman, Gary Graves 

Reference and research assistance: Linda Fitch 

Production of review drafts: Linda Gipe 

Art direction and design of booklets: Kirk Peeler of john doe creative 
Photography: Cover photos - PhotoDisc, Inside photos - Greg Wahl-Stephens 

Coordinating final production: Joyce Riha Linik 




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Background Information 



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Lifelong Learning Skills for the Middle/Junior High School Student: 
Tips for Parents is one of a series of booklets about lifelong learning. 

It explains what lifelong learning is, why it is important, and what kinds 
of personal traits, knowledge, and skills it requires. 

It also identifies the kinds of learning support activities that can help pre- 
pare your child for lifelong learning. 

Following this introductory material, you will find many activities you 
can use with your child to help build the positive learning attitudes and 
readiness he or she will need for developing lifelong learning skills. 

To some extent, lifelong learning happens naturally. Throughout our 
lives, we take in information and merge it with what we already know. 
We also acquire new skills as we go through life. 

Many of us also learn new things more systematically — for example, by 
receiving training at work or taking a community college class. 

Until recently, however, most of us have not had to make a concentrated and 
lifelong effort to increase our knowledge and skills. So we may not have 
developed the attitudes and specific skills needed for lifelong learning. 

Now, things are changing. Today’s students may have no choice but to 
become lifelong learners in order to be successful. 

We hear a lot these days about the “information explosion ” More infor- 
mation is being produced than ever before, and new technologies con- 
tinue to make this information more widely available. 




— < What is lifelong learning? 



zz < Why is lifelong learning 
“ so important? 



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Lifelong 



Learning 



What makes a > — 
person a lifelong 

learner? ~ 



Attitudes > 7 



Skills > = 



In most fields of study, information and knowledge are doubling every 
three to ten years, and a lot of existing information is becoming obsolete. 

Work environments are changing rapidly. Today’s students can expect to 
switch — not just jobs , but entire careers — four or five times during their 
working lives. 

Business and industry leaders talk about needing a new kind of worker, 
one who can gather, sort, interpret, evaluate, and apply large amounts of 
information. These workers will need to be more self-reliant and depend 
less on supervisors to solve problems and make decisions. 

Technology has not simplified work. What it has done is to eliminate 
many low-level jobs and increase the skill levels needed for the jobs that 
remain. 

What kinds of attitudes and skills prepare people for successful lifelong 
learning? 

Let’s talk about attitudes first. Attitudes of lifelong learners include 

• Curiosity and interest in learning new things 

• Confidence in their ability to learn 

• Motivation for seeking new learning opportunities 

• Willingness to be responsible for their own learning 

• Willingness to make mistakes and learn from them 

• Persistence in tasks 

• Openness to constructive criticism 

• Patience 

Lifelong learners also have an assortment of learning skills, including 

• Reading, writing, speaking, and listening skills that make it possible 
for them to take in information and express it to others. 

• Research and independent learning skills , such as being aware of what 
they need to learn; making and following a learning plan; and 
identifying, retrieving, and organizing information. 

• Study skills and learning strategies to understand and remember the 
new information they acquire. 




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• Higher-order thinking skills , including critical and creative thinking, “ 

problem solving, decision making, and other skills that take them — 

beyond memorizing facts and formulas to understanding what they :; 

mean and how to use them. zz 

• ^Thinking-about-thinking** skills. People with these skills understand 

that there are different ways of mentally tackling new learning zz 

material. They stop and reflect now and then on how well they are — 

understanding what they are trying to learn, and they know how to 
change their mental strategy if they are not “getting it.” — 

During the middle/junior high school years children continue building 
language and communication skills and begin developing the kinds of zz 

learning-to-learn skills that they will use throughout their school years ~ 

and beyond. zzz 

In addition to these attitudes and skills, lifelong learners have a good zz < Understanding 

understanding of their own learning styles — their own best ways of learning styles 

learning. At the beginning of the next section are activities to help you zz 

identify and expand your child’s learning style. 5z 




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Learning Activities 
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Learning Styles 



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A person’s learning style includes such things as whether he or she learns 
best from reading, from studying pictures or diagrams, from listening to 
an oral description, or from doing hands-on activities or moving about. 

Learning style also includes such things as the time of day a person learns 
best; whether silence or soft music is more helpful; whether learning alone 
or with others is more useful; and factors such as lighting, temperature, 
and surroundings for study. 

Activities such as the following can help to identify your child’s main 
learning style and also help him or her to become familiar with learning 
through different senses and in different environments. 



Have your child help you with the shopping by giving him or her a short 
list of items to find and add to the shopping cart. Go over the list with the 
child before he or she begins, pointing out where you need a product in a 
certain size or brand name. 



— < Shopping list 
= (reading and 

“ hands-on) 



People who learn well from touch or motion often benefit from being able 
to keep their hands moving when viewing or listening to explanations of 
learning material. Doodling or other tactile activities should not be dis- 
couraged unless they interfere with the learning of others. 



zz < Hands in motion 
(hands-on and 
zz movement) 



Point out graphs, pie charts, and other information displays in newspapers = < Reading graphs and 

or magazines and encourage your child to interpret the information. It — charts (visual) 

helps if the subject of the graph or chart is something your child is already — = 

interested in. zz 



If your child wants to gesture, pace, or move rhythmically while reading. 



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Learning 



Raps and songs 
(hearing, movement) 

Sketching (visual 
and hands-on) 

Reading ahead 



Teaching siblings 




— memorizing, or doing other learning tasks, allow him or her to do so; 
some students learn better this way. 

> — — Join with your child in making up raps or songs about material he or she 

- is studying and serve as an audience for him or her to perform them. 

> — — Encourage your child to sketch illustrations along with taking notes in 

— class to see if this helps him or her to learn and remember lessons better. 

— If your child is having trouble in a school subject, encourage him or her to 

> zz do the assigned reading before hearing the classroom lecture on the same 

subject. Suggest that he or she underline or highlight key information. 

- In families where there are two or more children with similar learning 

> 33- styles, encourage the older child help the younger one(s) with school 

~ assignments, pointing out that his or her learning style makes him an 

— ideal teacher for the younger sibling(s). 



I Positive 


Attitudes 


| Toward 


Learning 

— — — — - — ~ 



The habits, attitudes, and general outlook of a lifelong learner begin to 

be developed in during the first years of life. 

Those who study lifelong learners find that they usually had parents who 

• Held high expectations for their school achievement and behavior. 

• Warmly encouraged them to work hard and do their best. 

• Were careful not to compare their children’s performance with that of 
other children or try to get them to improve by threatening or 
punishing them. 

• Made plenty of books, magazines and other reading material available. 

• Spent time reading nearly every day. Parents can say that reading and 
learning are important in life, but it is much more convincing if the 



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children see that their parents make time for reading and learning in 
their own lives. 

Take a look at the following suggestions for helping your child build pos- 
itive attitudes and learning skills. It is not necessary to do all of these 
things; instead, select and try those that you can and want to do. 

Keep as regular a household routine as you can; structure and consisten- 
cy help children to feel secure. 

As your child gets older, give him or her a few regular household respon- 
sibilities. This will help your child to assume more responsibility for his 
or her own learning as he or she matures. 

Tell your child that you expect him or her to do well in school. Remind 
him that doing well depends on effort much more than on inborn ability. 
Keep expectations high but realistic by encouraging the child to strive for 
small improvements. 

Review your child’s homework habits. If necessary, work with him or 
her to set a time and place for homework. Make sure he or she has all 
needed materials and equipment, for example, good lighting, reasonable 
quiet, a desk or table, paper, pencils, art equipment. See the section on 
Study Skills and Learning Strategies (p. 1 5); it can help you and your 
child to decide what kind of study area will work best. 

If your child is having trouble with homework, help him or her to break 
it down into smaller and more manageable tasks. Also, many communi- 
ties have a homework “hotline” number students can call for help with 
their assignments. 

Make it clear that homework has priority over television watching and 
other recreational activities. Also, monitor the amount of television 
watching. Research tells us that children who watch 20 or more hours of 
television per week generally do not do well in school. 

Help your child connect new facts and ideas to things he or she already 
knows. For example, if you are explaining that it is a superstition to fear 
bad luck when a black cat cross one’s path, call attention to a superstition 
he or she already knows, such as the idea that breaking a mirror is bad luck. 



— < Routine 



— < Responsibilities 



zz < Expectations 



— < Homework 



jh < Homework problems 



— - < Homework priority 



— - < Connecting facts 




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Home library > = — 



Silent reading times > — 



Getting reading > — 
materials = 

Crossword puzzles > rz 



Questions about > 

reading zz 



Reading on > — 
the road — 



Reading in > = 
the movies it- 



Reading 



If we ask what is the most important skill students need to develop in 
school, most people would agree that it is reading — and they would be 
right. Success in school and in most jobs depends on the ability to read. 
People need to develop reading skills early in life and use them through- 
out their lives. 

Start (or continue to expand) your home library, including a bookcase — 
or part of one — for your child’s books. Encourage him or her to arrange 
the books by some method, such as subject — sports, animals, and so on. 

Set times for silent reading at home, and make sure your child has a 
selection of materials — books or magazines — from which to choose. 

Visit secondhand bookstores and garage sales and exchange reading 
materials with other families to keep costs down. 

Have crossword puzzle books around the house and encourage your child 
to work the puzzles; this can help to build a strong vocabulary. 

When your child wants to discuss with you something he or she has read, 
the following are good questions to ask: 

• What was the book (or story, passage, chapter) about? 

• What was the most interesting part? 

• Was there a part you didn’t like? If so, what was it? 

• Was there anything in the reading you didn’t understand? 

• What do you think you will remember the most about the reading? 

Have books and magazines in the car for your child to look at and read 
when he or she goes with you for shopping and other errands. When 
preparing for a family vacation, help your child to stock up on books and 
magazines of interest to him or her. 

When you and your child see movies or television programs together 
(comedies, dramas, action stories), keep track of situations where read- 
ing skills made it possible for the heroes and heroines to succeed — or 
where lack of these skills interfered with someone’s success. Discuss 
these with your child when the movie or program ends. 




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Appendix A contains a list of words and phrases we all need to know. 
They direct us to common services or alert us to things that we need to 
avoid because they are dangerous or forbidden. Middle school and junior 
high students will be familiar with most of the terms on this list, but it is 
a good idea to review them to make sure your child understands them. 

If your child has younger siblings, encourage him or her to read to them. 

For your child’s birthday or other gift-giving occasion, subscribe to a 
magazine on a subject of interest to him or her. Make sure it’s something 
your child will read and enjoy; it’s better to get your child something he 
or she wants than to “surprise” him or her with something that is not of 
interest. 



— - < Words and phrases we 
iz all need to know 



— < Reading to siblings 



— < Magazine subscription 



If your child is not interested in reading for pleasure, ask a teacher or 
librarian for assistance in finding reading material on subjects of interest 
to him or her and at a suitable reading level. Libraries sometimes have 
sections for “reluctant readers.” 

Encourage your child to keep a card file or list of books he or she has 
read. This can be helpful when looking for new reading material or for 
ideas for a school report. 



— < Reluctant readers 



— < List of books read 



Writing 



Writing skills have always been important, and they still are. Your child 
will have to complete writing assignments throughout his or her school 
career to prepare for further education, training, employment, and adult 
personal life. 




Years ago, teachers would give writing assignments; students would turn 
them in; and teachers would read, correct, and return them with a grade. 



— < Writing instruction: 

— the old way 



Today, teachers are more likely to teach writing-as-a-process. This — ^ 

means that the writing process is broken down into several steps. The ~ < Writing-as-a-process 

following description is intended to help you understand why your child 

may be taking a different approach to writing than you did when you = 

were in school. 



In the steps of writing-as-a-process, — — 

1. First come prewriting activities, where the student gathers ideas and — < Prewriting 

takes notes. — 




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Revising > zi 



Editing > — 



Publication > m 



2. Then comes drafting , with the student writing the ideas he or she wants 
to express. Teachers tell their students not to be too concerned with 
language “mechanics,” such as spelling, at this point. Often, the 
teacher or a classmate looks over the draft and makes suggestions for 
improvement. 

3. During revising , the writer makes whatever changes he or she thinks 
necessary, such as adding or deleting, reorganizing, or rewriting for 
clarity. 

4. Editing consists of correcting grammar, spelling, and punctuation, as 
well as making certain that the ideas flow smoothly and logically. 

5. Finally , publication takes place. This includes distributing the finished 
product to teachers, classmates, parents, and/or community members 
who will read and comment on it. 



Write stories > ~ 



Thank-you notes > — 



Write for free things > ~ 



Help with writing projects > — 



Prewriting help > = 



Whatever writing strategy your child learns in school, there are many 
things you can do to help him or her become a better writer. 

Encourage your child to write stories featuring characters from stories he 
or she has read. Don’t be concerned about errors in grammar, punctuation 
or spelling when your child is first writing stories; the point is to get ideas 
down in writing. 

Encourage your child to write thank-you notes when he or she receives 
gifts. Provide help if he or she has trouble getting started. 

When reading magazines and newsletters, keep track of things children 
can send for through the mail. Help your child to write a letter requesting 
the item and address the envelope. The book, Free Things for Kids to 
Write Away For ,* tells how to send away for a large variety of items. 

Children sometimes need help getting started on a school writing assign- 
ment. If this happens, work with your child to select a topic, brainstorm 
ideas, and identify sources of information (including his or her list of books 
read). Once a paper is drafted, be willing to read it and give comments. 

When your child has an essay to write for school, help with the “prewrit- 
ing” stage. This can include discussing the topic with him or her, helping 
to think of good examples, and offering reminders of events in his or her 
past that relate to the topic. 



* Free Things for Kids to Write Away For (64pp.) by Jack Aboff is available from Internet Image Builders, 
P.0. Box 1120, Sterling, VA 20167-0899. Order #4039. Price $3.98, plus $4.00 handling fee. To order by 
FAX: 1-800-965-8851. To order online: <www.image-builders.com/bookstore/catalog/book/a-4039.htm>. 




NWREL ° School Improvement Program 




Keep a family log or newsletter of events and encourage your child to 
contribute regularly. Share the family news with extended family mem- 
bers, neighbors, etc. 

Encourage your child to begin or continue adding to a scrapbook of 
sports figures, celebrities, animals, foreign countries, food, or other 
interests. Have him or her cut pictures from magazines, mount them, and 
then label and write comments about them. As interests change, start a 
new scrapbook or scrapbook section. 

Have your child keep a schedule for his or her activities and post it on 
the refrigerator or other prominent place. Include both regular activities 
(study time, music lessons, etc.) and special activities (staying overnight 
with a friend, going on a school field trip, etc.). 

Offer to read your child’s writing assignments, giving praise, asking 
questions, and calling attention to glaring mistakes. Remind your son or 
daughter that good writers usually prepare several drafts before they get 
to a finished product. 

Encourage your child to read his or her writing assignments aloud. This 
can call attention to mistakes in grammar, as well as problems with 
meaning or clarity. Offer to listen and provide suggestions. 

Good questions to ask about any writing project include, Who is your 
audience — to whom are you writing? Do they have enough background 
information to understand your essay? What is the purpose of your 
essay — do you want to explain, instruct, persuade, entertain, etc.? What 
do you think is the best part? What part would you like to improve? 

Encourage your child to write letters and notes — both on paper and by elec- 
tronic mail, if available. Offer to look them over and make suggestions. 

Write a paragraph or two, leaving out all the punctuation or remove the 
punctuation from a magazine or newspaper article. Then have your child 
supply the correct punctuation. Discuss any points of disagreement, and 
if you aren’t sure how something should be punctuated, have your child 
ask a teacher. 

Good writing requires something to write about. Give your child expe- 
riences that can become topics for writing projects — museum or zoo 
trips, travel and visits, pursuing a hobby, etc. 



~ < Family newsletter 



— < Scrapbook 



— < Activity schedule 



— < Reviewing assignments 



— < Reading aloud 



< Questions about 
— writing projects 



< Writing letters 



— < Punctuation 



— < Something to write about 



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Lifelong 



Speaking and Listening 



Respectful listening > — 



Read and record > — 



Telephone > — 



Discussing television > = 



Oral report practice > 



Being an audience > 



Whether a person is in the classroom, asking or giving directions, or sim- 
ply talking with family members, speaking and listening skills will 
remain important throughout life. You can help your child develop these 
skills during the course of everyday activities. 

Model respectful listening at home, at the movies, with tour guides, and 
at school functions. This includes listening to your child. Some tips 
include 

• Let the speaker finish a sentence; don’t cut him or her off or interrupt. 

• Maintain eye contact. 

• Display a pleasant disposition. 

• Model a good “listening pose” by looking attentive, nodding or brief 
verbal feedback (e.g., “I see”), and asking questions for clarification. 

If you have access to a tape recorder, have your child tape and listen to 
his or her voice reading a story or a school paper. After listening, 
encourage your child record it a second time, attempting to change any- 
thing he or she did not like about the first reading. Listen again and 
praise improvements. 

Play a game of “telephone” at home, with each person listening to a 
phrase or sentence whispered by a family member and then whispering 
it, in turn, to another family member. As a group, compare the beginning 
and ending messages. How did the message change from beginning to 
end? Why do you think the changes happened? 

Form the habit of watching and then discussing educational programs on 
television; this will help your child build skill in listening and expressing 
ideas. If your family watches game shows, try to answer questions or 
solve puzzles along with the contestants. 

When your child needs to prepare an oral report for school, provide a 
place for him or her to practice — in private if possible. 

If you have more than one child, encourage listening and speaking skills 
by having the child or children who are the “audience” for a sibling’s 
report summarize the main points. 




© 



Improvement 



N W R E L 



21 



Program 





Play “Who Am I?” with your child by stating the first letter of the name 
of a real person or fictional character and allowing your child to ask yes- 
or-no questions about the person until he or she figures out who it is or 
has to give up. Then let your child think of someone and you ask ques- 
tions. This kind of game builds thinking skills as well as speaking and 
listening skills. Variations: “Where Do I Live?” “What Animal Am I?” 

Pay attention to the kinds of settings or activities that interfere with your 
child’s ability to listen carefully. At times when it is especially important 
for your child to hear and remember what is being said, try to remove the 
distractions or remove the child from the distracting environment, 
whichever is easier. 



zz < "Who Am I?" 



— < Distractions 



Encourage your child to be an “active listener” by asking questions for 
clarification when he or she does not understand what is being said, and 
by nodding or saying something like “I see ” to let the speaker know he 
or she is listening and understanding. 



F™ 

Research and 


Independent 




Learning 


Skills 




L— 




j 



Taking responsibility for learning grows out of taking responsibility in 
other areas of life. As your child grows older, give him or her responsi- 
bility for some household and/or childcare tasks. 

As your child assumes more responsibilities, allow him or her more priv- 
ileges, such as setting his or her own bedtime. 



= < Active listening 




Help your child form the habit of preparing for school the evening 
before. Work with him or her to get clothing, books, and lunch ready for 
morning. Give your child an alarm clock, and allow him or her to grad- 
ually assume responsibility for getting started in the morning. 

If you use the library to find out more about subjects that interest you, 
your child will learn that using research and library skills are a part of 
everyday life. Reference materials include maps and globes, drawings, 
photographs, graphs, and other visual materials, as well as print materi- 
als and electronic resources such as those on CD-ROM. 



zz < Ready for school 



zz < Use the library 




N W R E L 




22 




Research 



YouCanUse “ 

Lifelong 
Learning “ 

’ Teach your child to use any of the following that you have at home, such 

zz as the dictionary, telephone directory, almanac, thesaurus, television 

References at home > = schedule, atlas, encyclopedia, CD-ROMs, and others. If you have 

ijz Internet access, you can find these and many other kinds of resources 

— online. 



References worth getting > zz 



Internet > ~ 



Research strategy > 



Keep notes > — 



Help. ..but not too much > zr 



Books on Greek and Roman myths and books of famous quotations are 
very useful general references for students. Look for bargains at second- 
hand bookstores. 

If you or a friend have an Internet connection, you and your child can use 
the Internet to learn about things you are interested in. Some libraries 
also offer students free Internet access. 

When your child needs to do research for a school report, suggest that he 
or she decide 

• Which references to go to first 

• How to keep good notes and thorough documentation 

• How to organize notes and other materials so they will be easy to find 
later 

• How much time to allow for each step — researching, writing, and 
editing the report 

Be willing to help with reference ideas or time estimates if asked. 

Give your child a notebook or box to keep notes on subjects he or she has 
researched and what reference materials were most useful. These notes 
are likely to be useful for future projects. 

If your child needs to prepare a report, notebook, display, collection, 
model, or other product, help out by looking over his or her work at dif- 
ferent points in the project. Give encouragement and call attention to 
problems such as unclear labeling or misspelled words. However, avoid 
the temptation to help too much. 





School Improvement 



N W R E L 



23 



Program 



Study Skills and 
Learning Strategies 



In the 21st century, having job-specific skills will not be as important as 
having the ability to learn new things quickly and well. Study skills are 
tactics for learning and remembering, and learning strategies are groups 
of these tactics organized into a series of steps for more in-depth learning. 

Most children need time to unwind after school and before doing their 
homework; give your child the opportunity for playtime or a snack before 
asking him or her to settle down and study. 

Remember that applying study skills and strategies is most effective when 
your child has a designated place and time for study. It can also be help- 
ful if you do quiet work yourself during your child’s study time. 

Have your child use a shoebox or other small box to make a “mailbox” 
with his or her name on it, and place it in his or her study area. The mail- 
box is for notes from you and other family members and for any mail your 
child receives. 




~ < Time to unwind 



= < Study time 



— < "Mailbox" 



Make sure your child has a notebook for writing down homework assign- — < Assignment notebook 

ments and encourage him or her to use it. ~ 

Appendix B of this booklet is an “Assignment Organizer” that your child zz < Assignment organizer 

can use to plan and carry out a learning project. He or she will be able to 

complete some steps easily, but others might require some suggestions or zz 

other help from you. Go over the Assignment Organizer with your child ~ 

as he or she is coming to the end of a project to make sure that all the steps “ 

have been followed. ^ 



Knowing when to take a break is a “study skill ” too. Encourage your 
child to take occasional breaks while studying. A good rule-of-thumb is 
a five-minute break after every half-hour of homework. 

Help your child to avoid or minimize things that can interfere with 
study — noise, room that is too warm or too cold, hunger, tiredness, eating 
too much sugar or fat, etc. 

Find out if your child’s teacher has given the class “tips” for learning and 
remembering. If so, learn what they are and reinforce them at home. 

Using magazines on subjects of interest to your child, have him or her prac- 



— < Take a break 



— < Avoid interference 



~ = < Study tips 



O 

ERIC 



School Improvement 



r o g r a m 



© 



N W R E L 



24 




Research 



You Can Use 



Lifelong 



Learning 



Taking and organizing notes > — 



Transfer skills > — 



Practice memorizing > — 



Summarizing > — 



Preparation for tests > — 



Test taking skills > — 



tice skimming (rapidly going over the article to get a sense of what it is 
about) and scanning (glancing through an article to see if a particular topic 
is there). For example, you might have your child scan an article on the 
Olympic Games to see if his or her favorite sport or athlete is mentioned. 

Have your child practice taking notes while watching a nature program 
on television. Look at the notes together and organize them into an out- 
line. For example, for a program about animals in different parts of 
Africa, each different region could be a main idea in the outline, with the 
animals that live in that region listed underneath. 

If your child has used a learning skill or strategy successfully in one sub- 
ject area, encourage him or her to try it again with material from a dif- 
ferent subject. 

Play games in which your child memorizes something and you quiz him 
or her. For example, he or she can memorize family’s and friends’ tele- 
phone numbers, statistics related to favorite sports figures (batting aver- 
ages, point and rebound averages, etc.), state capitals, the planets, names 
of past teachers, etc. 

Putting an idea in your own words can help you to remember it. Practice 
this with your child by summing up in your own words something he or 
she has said, and then have him summarize what you say. 

When your child is preparing for a test, use the textbook, worksheets, or 
notes to quiz him or her on the material. Encourage your child to test 
him- or herself periodically, too. 

When your child is preparing for a test, remind him or her to 

1. Read all directions carefully. 

2. Review key test terms: 

-Compare means show similarities and differences. 

-Define means explain and give an example. 

- Outline means list key information in a structured way. 

3. Be alert for terms such as usually , not , and only that suggest how to 
respond to questions. 

4. Find out if there is a penalty for guessing. 

5. Skim the whole test before beginning. 

6. Answer only what is asked, watching for words that demand thorough 
responses, such as explain and discuss. 



O 

ERLC 



NWREL 6 School Improvement Program 



25 



Appendix C contains a list of words commonly used in assignment or test 
directions. Go over these words with your child to make sure he or she 
knows what they mean. 

Cooperative learning in small groups can be an effective way for children 
to gain knowledge and skills from one another and to learn teamwork. 
Encourage your child to engage in cooperative projects — both at your 
home and at the homes of schoolmates. 



— < Common words 
— — in directions 



— < Cooperative learning 



Share with your child any “memory tricks” you make up to help yourself 

remember things. One woman focused on the idea of “robin’s egg” to n < Your memory tricks 

remember the name “Rob Eckstrom ,” and to remember how to pronounce 

the name of former Romanian leader Ceaucescu, she thought of a man ~ 

showing the letter “Q” on his chest: “Showchesque.” === 



Have your child try the method known as “SQ4R.” SQ4R stands for a < "SQ4R' 

series of learning steps: Survey, Question, Read, Reflect, Recite, z: 

Review. Suggest that he or she 



• Survey (or skim) the material 

• Think up some Questions that the material can answer 

• Read the material 

• Reflect on (or think over) what he or she has read 

• Recite key things that need to be remembered, and finally 

• Review the material. 



Higher-Order 
Thinking Skills 



You can help your child develop skills for critical and creative thinking, 
problem solving, and decision making. You can also help your child to 
understand his or her own thinking processes and to improve them. 

Have your child read riddles or “Minute Mysteries” aloud, and work with 
him or her to figure them out. Ask questions or give hints if your child 
gets stuck; if it is you who are stuck, ask for a hint or for a rereading of 
the mystery or riddle. 




=z < Riddles 



As you encounter or think of proverbs and sayings, ask your child to — ~ 

explain what he or she thinks they mean. Explain what people generally — < Proverbs 

mean when using such sayings, for example, “A stitch in time saves nine,” ~ 




N W R E L 



Improvement Program 



9 



26 




Research 



Y 


o u C a n 


U s 


e 


= 


l 


i f e l 


o n 


g 


— 


l 


earn 


i n 


g 


— 



TV commercials and > — 
magazine ads 

Thought provoking > — 
questions 



Identify key facts > — 



"What did you learn?" > — 



Think out loud > — 



Positive self talk > = 



Dealing with distractions > z= 



“The early bird gets the worm,” “Don’t cry over spilled milk,” etc. 

Together with your child, take a close look at television commercials and 
magazine advertisements. Ask your child what the main point of the ad is 
and whether he or she thinks the ad’s message is true. Ask why or why not. 

Ask your child questions that require him or her to think things through. 
For example, ask if it would be a good thing if every day were Christmas 
and to explain why or why not. Or ask your child if he or she thinks chil- 
dren should get to choose whether or not they would go to school, and 
why or why not. 

Tell your child that newspaper reporters and other journalists are trained 
to write articles that tell readers “who,” “what,” “where,” “when,” and 
sometimes “why” and “how.” Have him or her read an article in the local 
newspaper and identify what happened, who was involved, and so on. 

Ask your child to tell you one or two new things he or she learned from 
school projects or personal experiences. Ask if he or she thinks the new 
learning will be helpful in the future and to explain why or why not. 
Suggest ways you think the new learning might be useful. 

When you are trying to solve a riddle or puzzle, “think out loud” so that 
your child can hear you describe the steps you go through in your mind 
as you work toward a solution. Then have your child speak his or her 
thoughts aloud while attempting another puzzle or riddle. 

You can also ask your child to go back and describe the process he or she 
followed in coming up with the answer to a problem or riddle. 

Help your child to form the habit of positive self-talk. Encourage your 
child to approach a school assignment or test by reminding him- or her- 
self, “I am a smart person and can do this task well,” “I can relax and 
organize my thoughts so as to do well on this ” “I have learned a lot on 
this subject and can write about what I know,” etc. 

If your child is having trouble paying attention in school or at home, see 
if you can identify what is interfering with his or her ability to listen 
attentively. Does he or she have trouble concentrating when hungry. . . 
or worried about something ... or extremely interested in some person- 
al hobby or project? Once you know what the distraction is, you can take 



ERjt 



0 



N W R E L 



Improvement Program 



27 



steps to minimize it. — 

Some teachers of middle school children begin teaching their students zz < Reinforce thinking skills 

how to understand and improve their own thinking. If your child’s teacher 

teaches such lessons, ask what you can do at home to reinforce the new zz 

skills your child is building. 5z: 

When your child begins to learn something new (for school, Scouts, — < New learning 

church, hobby, etc.), have him or her put two headings on a sheet of — 

paper — “What I Know about (the subject)” and “What I Want to -ZZ 

Learn” — and make a list under each heading. Have him or her indicate zz 

with arrows when each “want to learn” item becomes a “what I know.” 5E 

Doing activities from this booklet with your middle or junior high school zz 

child can help him or her to succeed in school now and build skills for a — 

lifetime of productive learning. -ZZ 

Other useful resources are listed on the following pages. — zz 

Be sure to see the appendices following the resources listing. zzz 



N W R E L 



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School 



I m p r o 



P r o 



gram 



© 



23 



Research 



You Can Us 


e 


L i f e l o n 


g 


L e a r n i n 


g 



Helpful Resources 
for Parents 



*American Association of School Administrators. Brush Up Your Study Skills: Tips for 
Students and Parents. Arlington, VA: AASA, 1995 (ED 381 910). 

American Federation of Teachers/U.S. Department of Education. "Make Reading a Family 
Affair: Help Parents Help Their Children Become Lifelong Readers." American 

Educator 17/4 (Winter 1993-94): 32-43. 

Available from AFT Order Department, 555 New Jersey Avenue NW, Washington, 
DC 20001, 1-800-238-1133. Ask for item 350. 1-9 copies: $.50 each; 10 or 
more copies: $.40 each. 

*Amundson, K. 101 Ways Parents Can Help Students Achieve. Arlington, VA: American 
Association of School Administrators, 1991 (ED 346 973). 

* Arizona State Department of Education. Learning Activities Parents Can Do With Their 

Children. Phoenix, AZ: Arizona State Department of Education, 1989 (ED 321 898). 

* Association of American Publishers. Helping Your Child Succeed in School. New York: 

Association of American Publishers— School Division, 1989 (ED 350 077). 

Available from Association of American Publishers, School Division, 220 East 
23rd St., New York, NY 10010. $1.50 for single copy; $1.25 each for 10-99 
copies; $1.00 each for 100 or more copies. 

Ban, J. R. Parents Assuring Student Success (PASS): Achievement Made Easy by Learning 
Together. Bloomington, IN: National Educational Service, 1993. 

Available from National Educational Service, PO Box 8, Department V2, 
Bloomington, IN 47402-0008m 800-733-6786. $21.95 (shipping/handling 

charges waived if prepaid; if not, $3.00 minimum or 7%). 

*Cano, L. R. Helping Your Child Learn: A Parent's Guide = Ayudando a Su Hijo a Aprender: 
Una Guia para los Padres. Houston, TX: Southwestern Bell Telephone Company, 
August 1988 (ED 281 966). 

Dreilinger, M., and Kerner, R. How to Help Children Succeed in School. Plainview, NY: The 
Family Forum Library, Bureau for At-Risk Youth, 1992. 

Available from Bureau for At-Risk Youth, PO Box 760, Plainview, NY 11803- 
0760, 1-800-99-Y0UTH. $1.95 each, ISBN 1-56688-007-6. 



Asterisk (* *) indicates that 
the publication may be 
purchased from the ERIC 
Document Reproduction 
Service , operated by 
DynCorp I&ET, 

7420 Fullerton Rd., Suite 110 
Springfield , VA 22153; 
1-800-443-ERIC (3742) or 
703/440-1400 ; 

FAX: 703/440-1408; 

Internet: <edrs@inet.ed.gov> 



ERIC 



N W R E L 



School Imp 



e m e n t 



r o g ram 



Research 



You Can Use 



Lifelong 



Learning 



Giacobbe, A.; Osborne M.; and Woods, D. B. "Building a Family Learning Environment." 
Unit Two in Parent and Family Involvement. Washington, DC: American Federation 
of Teachers, Educational Research and Dissemination Program, 1996. 

Available from Educational Research and Dissemination Program, Educational 
Issues Department, American Federation of Teachers, 555 New Jersey Avenue 
NW, Washington, DC 20001. 

Jones, C. More Parents Are Teachers , Too: Encouraging Your 6- to 12-Year-Old. Charlotte, 
VT: Williamson Publishing Co., 1990. 

Available from Williamson Publishing Co., PO Box 185, Charlotte, VT 05445, 
1-800-234-8791. $9.95. 

*Ramos, N., and Santos, R. S. Helping Your Children Succeed in School: A Parent's Guide. 
San Antonio, TX: San Antonio I.S.D.; Texas A and I University, Spring 1988 (ED 329 
370). 

*Reyes, M„ and Rothman, D. Parents as Partners: Planning Early for your Children's 
School Success and College Attendance. Revised Edition - Los Padres como Socios: 
Planificando para el Exito Escolar y la Asistencia al Colegio du Sus Ninos. Edicion 
Revisada. Sacramento: California State Department of Education; California State 
University, 1995 (ED 381 254). 

* Rich, D. Summer Home Learning Recipes for Parents and Children, Grades: K-3, 4-6. 
Washington, DC: U.S. Department of Education, 1994 (ED 371 907). 

*Shefelbine, J. Parents Sharing Books: Motivation and Reading. Bloomington, IN: 
Family Literacy Center, Indiana University, 1990 (ED 324 662). 

*Spanish Language Briefs for Parents, 1995. Charleston, WV: ERIC Clearinghouse on 
Rural Education and Small Schools, 1995 (ED 390 630). 

U.S. Department of Education. Learning Partners: A Guide to Educational Activities for 
Families. Washington, DC: Office of Educational Research and Improvement, U.S. 
Department of Education, May 1997. 

Available in English and Spanish from National Library of Education, 
555 New Jersey Avenue NW, Washington, DC 20208-5721. Or call 
1-800-424-1616. Free. 

*Vogler, D. E., and Hutchins, D. E. Parents as Tutors: Minimizing the Homework Hassle. 
Alexandria, VA: National Community Education Association, 1988 (ED 338 999). 

Available from National Community Education Association, 801 N. Fairfax St., 
Suite 209, Alexandria, VA 22314. $6.95 each; quantity discounts. 



ERjt 



3 



NWREL • School Improvement Program 



30 



Appendix A 



Essential Vocabulary 



Adults Only 


Drive Carefully 


Keep Away 





Antidote 


Dynamite 


Keep Closed at all Times 




Ask Attendant for Key 


Elevator 


Keep Left (Right) 


— 


Beware 


Emergency 


Keep Off (the Grass) 


= 


Boys 


Emergency Vehicles Only 


Keep Out 


— 


Bridge Out 


Employees Only 


Ladies 




Bus Only 


End Construction 


Lane Ends 


= 


Bus Station 


Entrance 


Last Chance for Gas 




Bus Stop 


Escalator 


Left Lane Must Turn Left 


— 


Caution 


Exit 


Left Turn Only 


— 


Closed 


Exit Only 


Left Turn This Signal Only 


— 


Combustible 


Exit Speed 30 


Live Wires 




Condemned 


Explosives 


Loading Zone 


— 


Construction Zone 


External Use Only 


MPH 


— 


Contaminated 


Falling Rocks 


Mechanic on Duty 


E 


Curve 


Fire Escape 


Men 


— 


Danger 


Fire Extinguisher 


Men Working 


EE 


Dangerous Curve 


First Aid 


Merge Left 


E 


Dead End 


Flammable 


Merging Traffic 


— 


Deep Water 


Found 


No Admittance 


EE 


Deer/Cattle Crossing 


Four-way Stop 


No Checks Cashed 


E 


Dentist 


Fragile 


No Credit 


— 


Detour 


Freeway 


No Diving 




Dim Lights 


Garage 


No Dumping 


E 


Dip 


Gasoline 


No Fires 


— 


Doctor (Dr.) 


Gate 


No Fishing 


EE 


Do Not Block Driveway 


Gentlemen 


No Hunting 


E 


Do Not Cross 


Girls 


No Left Turn 


E 


Do Not Enter 


Handle with Care 


No Loitering 


EE 


Do Not Inhale Fumes 


Hands Off 


No Minors 


E 


Do Not Push 


Help 


No Parking 


— 


Do Not Refreeze 


High Voltage 


No Passing 





Do Not Use Near Heat 


Hospital Zone 


No Pets 


— 


Do Not Use Near Open 


In 


No Right Turn 




Flame 


Information 


No Right Turn on Red 


EE 


Don't Walk 


Inspection Station 


No Smoking 


— 


Down 


Instructions 


No Standing 


E 




ERIC 

hffliflaffBEraoaa 



These are commonly used 
words and phrases that 
warn or give instructions. 
Explain these terms to your 
child (or look them up) and 
review them occasionally. 



31 



Research 



You Can Us 


e 


— 


L i f e l o n 


g 




L e a r n i n 


g 


= 






— 



= 


No Stopping 


Railroad 


Taxi Stand 




No Swimming 


Restrooms 


Thin Ice 


— 


No Trespassing 


Resume Speed 


This End Up 




No Turns 


Right Lane Must Turn Right 


This Lane May Turn Left 




Not for Internal Use 


Right Turn Only 


This Side Up 


— 


Nurse 


Road Closed 


Traffic Circle 




Office 


Road Ends 


Truck Route 


— 


One Way — Do Not Enter 


Safety First 


Turn On (Off) Lights 


— 


Open 


School Zone 


Up 


E 


Out 


Shallow Water 


Use Before (date) 


— 


Out of Order 


Shelter 


Use in Well Ventilated Area 


— 


Pedestrians Prohibited 


Slide Area 


Use Low Gear 




Playground 


Slippery When Wet 


Use Other Door 


— 


Poison/Poisonous 


Slow Down 


Violators Will Be Prosecuted 




Police 


Slower Traffic Keep Right 


Walk 


in 


Posted 


Smoking Prohibited 


Wanted 


— 


Post No Bills 


Speed Checked by Radar 


Warning 




Post Office 


Steep Grade 


Watch Your Step 


— 


Private 


Step Down (Up) 


Wet Paint 


— 


Private Property 


Stop 


Winding Road 


— 


Proceed at Your Own Risk 


Stop Ahead 


Women 


— 


Pull 


Stop for Pedestrians 


Yield 


— 


Push 


Stop Motor 


Yield Right of Way 



Reprinted with permission 
from the Arizona State 
Department of Education 




NWREL • School Improvement Program 



32 



Appendix B 



O 

ERIC 



Assignment 


Orga 


nizer 


Task Definition 




Name Teacher 




— 


What am I supposed to do? 




— Research 


— YouCanUse 


Lifelong 


What information do I need in order to do this? 




— Learning 


1 . 






2. 




— 


3. 




— 


4. 




= 


5. 




— 






= 


I n f o r m a t i o n - S e e k i n g Strategies 




What are the possible sources to find this information? 




| 












-1^ 


Which are the best for me to use? 




— 












EE 






— 


Location and Access 


= 


Where will I find these sources? 










— 


Who can help me find what I need? 




~ 








NWREL • School Improvement 


Program 





33 






Research 



You Can Use 



Lifelong 



Learning 



Use of Information 



How will I record the information that I find? 



take notes using cards 
take notes on notebook paper 
take notes using a data chart 



draw pictures 

talk into a tape recorder 

other 



How will I give credit to my sources? 



Write title, author, page number 

on note cards 

on notebook paper 

on data chart 



Synthesis 



What product or performance will I make to finish my assignment? 



How will I give credit to my sources in my final product or performance? 

include a written list (bibliography) 

after the performance, tell which sources I used 

other 



Evaluation 



— How will I know that I have done my best? (All must be checked before the 

zz assignment is turned in.) 

z= What I made to finish the assignment is what I was supposed to do in 

zr Task Definition, above. 

= Information found in Use of Information matches information needed in 

= Task Definition. 

Copyright © 1995 =_ I gave credit to my sources (even if I used a textbook). 

by Barbara A. Jansen. = My work is neat. 

Reprinted with permission. zz My work is complete and includes my name and the date. 





34 






Appendix C 







Commonly 


Used Words 


in Assignment 


and Test 


Directions 


add 


fill in 


rhyme 


—23 




after 


first 


rhyming 


~ 




alike 


fold 


right 


EE 




aloud 


folder 


ring 


— 


These ore words that 


alphabet 


fourth 


row 


zz 




alphabetical 


glue 


same 


EE 


appear frequently in direc- 


answer 


hold 


say 


— E 


tions for assignments and 


answers 


homonym 


second 


— 


tests. Go over them (or 


antonym 


horizontal 


section 


E 


look them up) with your 


around 


how 


sentence 





child to make sure he or 


array 


in between 


sentences 


— 


she understands what 


before 


in front of 


seventh 


— 


they mean. 


begin 


last 


silent 


= 


beginning 


left 


silently 


E 




behind 


line 


singular 


EE 




below 


make 


sixth 


— 


Reprinted with permission 


beside 


mark 


space 


— 


from the Arizona State 


blank 


match 


spaces 


"E 


Department of Education 


bottom 


middle 


spell 


— 




box 


miss 


spelling 


— 




circle 


missing 


start 


EE 




color 


multiply 


stop 


— 




column 


ninth 


subtract 


E 




corner 


opposite 


suffix 


— 




cross out 


order 


tenth 






cut 


over 


third 


E 




difference 


page 


top 


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School Improvement 







U S. DEPARTMENT OF EDUCATION 
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Lifelong Learning Series, 3/98 :. LIFELONG LEARNING SKILLS FOR THE PRESCHOOL/ 

KINDERGARTEN CHILD; LIFELONG LEARNING SKILLS FOR THE ELEMENTARY SCHOOL CHILD; 
DOCUMENT IDENTIFICATION LIFELONG LEARNING SKILLS FOR THE MIDDLE/ JUNIOR HIGH SCHOOL STUDENT 
FROM HIGH SCHOOL STUDENT TO LIFELONG LEARNER: YOUR ROUTE TO INDEPENDENCE; 
EDUCATION FOR LIFELONG LEARNING :■ LITERATURE SYNTHESIS 



Title: 



Author(s): 



Kathleen Cotton 



Corporate Source (if appropriate): N nrthi^p^ t R e g ional F.rinrp r i nnal T^hnrxrnry 



. Publication Date: 



3/98 



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